Exploring the events that engage graduate students in transformative learning /

dc.contributor.author

Mindorff, Deborah.

en_US

dc.date.accessioned

2009-05-21T13:25:09Z

dc.date.available

2009-05-21T13:25:09Z

dc.date.issued

2000-05-21T13:25:09Z

dc.identifier.uri

http://hdl.handle.net/10464/1262

dc.description.abstract

This research explored the events that engaged graduate students in
transformative learning within a graduate program in education. This context was
chosen because one objective of a graduate program is to facilitate critical thinking and
transformative learning. The question ofhow adult learners perceive and experience
learning steered the direction ofthis study. However, the purpose ofthis research was
to study critical incidents that led to profound cognitive and affective changes as
perceived by the graduate students. Specifically, the questions to be answered were
what critical incidents happened to graduate students while in the Master ofEducation
program, how were the incidents experienced, and what transformation resulted?
The research design evolved over the course of a year and was highly
influenced by previous empirical studies and criticisms oftransformative learning
theory. The overall design was qualitative and phenomenological. A critical and
interpretive approach was made to empirical data collected through a critical incident
questionnaire and in-depth interviews. Inductive analysis allowed theory to be built
from the data by making comparisons. New questions emerged and attention was given
to social context, the passage oftime, and sequence ofevents in order to give meaning
and translation ofthe participants' experiences and to build the interpretive narratives.
Deductive analysis was also used on the data and a blending ofthe two forms of
analysis; this resulted in the development ofa foundational model for transformative
learning to be built.The data revealed critical incidents outside ofthe graduate school program that
occurred in childhood or adult life prior to graduate school. Since context of
individuals' lives had been an important critique of past transformative learning models
and studies, this research expanded the original boundaries of this study beyond
graduate school to incorporate incidents that occurred outside of graduate school.
Critical incidents were categorized into time-related, people-related, and circumstancerelated
themes. It was clear that participants were influenced and molded by the stage
oftheir life, personal experiences, familial and cultural conditioning, and even historic
events.
The model developed in this document fiom an overview ofthe fmdings
identifies a four-stage process of life difficulty, disintegration, reintegration, and
completion that all participants' followed. The blended analysis was revealed from the
description ofhow the incidents were experienced by the participants. The final
categories were what were the feelings, what was happening, and what was the
enviromnent? The resulting transformation was initially only going to consider
cognitive and affective changes, however, it was apparent that contextual changes also
occurred for all participants, so this category was also included. The model was
described with the construction metaphor of a building "foimdation" to illustrate the
variety of conditions that are necessary for transformative learning to occur. Since this
was an exploratory study, no prior models or processes were used in data analysis,
however, it appeared that the model developed from this study incorporated existing
models and provided a more encompassing life picture oftransformative learning.

en_US

dc.language.iso

eng

en_US

dc.publisher

Brock University

en_US

dc.subject

Learning, Psychology of.

en_US

dc.subject

Critical thinking.

en_US

dc.subject

Transfer of training.

en_US

dc.subject

Adult learning.

en_US

dc.subject

Adult education.

en_US

dc.title

Exploring the events that engage graduate students in transformative learning /